Teaching anxious students
Drawing on over 40 years of teaching, Jacqueline Lewis shares practical ways to support anxious students and help every child feel confident and included.
Jacqueline Lewis FISTD
Jacqueline Lewis FISTD
Jacqueline Lewis is an author, dance teacher, ISTD Committee Member, DDE Tutor in the Cecchetti Method, and Principal of Devon Dance Centre. With over 40 years of experience, she has taught and mentored children and adults throughout England and Europe, inspiring generations of dancers to achieve their full potential.
Dance classes are spaces where children and young teens are able to escape and feel free from the constraints of an ever-growing online world.
The growing challenge
In 2026, it is more apparent than ever that our younger generations are struggling with their mental health, and as dance teachers this filters into our classes day by day. Dance classes are spaces where children and young teens are able to escape and feel free from the constraints of an ever-growing online world, where everything said, worn, eaten or drunk is monitored and evaluated by friends and strangers alike.
Anxiety in young people is rising, and with that come many changes in dance class. Pupils may talk less, engage infrequently, react differently when improvisation or performing is suggested. Here are a few ways that we, as dance teachers, can get the best from all of our students.
Building connection and belonging
In a world where everything can feel impersonal and regimented, greeting students by name can allow for a connection between student and pupil.
A warm, personal welcome helps children feel seen and valued from the moment they arrive. Taking a few seconds to make eye contact, use their name, and acknowledge something positive can set the tone for the entire lesson. For some students, particularly those experiencing anxiety, this simple interaction may be the first time that day they have felt genuinely noticed.
Greeting students by name can allow for a connection between student and pupil.
Addressing each pupil with a different comment about something they did well in class also ensures individuality while making everyone the same. Anxiety makes students feel as though everyone is watching them and that they are different. It is a good idea to, from time to time, showcase that difference isn't bad, it's good, and it creates diversity, something that is welcomed in a creative setting.
In dance, mistakes are an essential part of learning.
Creating a supportive environment
Creating a supportive atmosphere is equally important. Many young people are fearful of making mistakes, often because they are accustomed to presenting carefully edited versions of themselves online. In dance, however, mistakes are an essential part of learning. As teachers, we can normalise errors by treating them as opportunities for growth rather than failures. Celebrating effort, resilience and improvement can help students develop confidence and a healthier attitude towards challenges.
The power of language
The language we use in class also deserves careful consideration. Corrections are, of course, necessary, but balancing them with encouragement can make a significant difference. Rather than focusing solely on what needs improvement, acknowledging what is already being done well allows students to feel capable and motivated. A pupil who feels safe is far more likely to perform with conviction and engage creatively.
A pupil who feels safe is far more likely to perform with conviction and engage creatively.
Supporting performance and improvisation
Improvisation and performance can be particularly challenging for anxious students. While some thrive on opportunities to express themselves, others may find the prospect overwhelming. Providing gradual pathways into these activities can help. Working in pairs before performing for a larger group, offering structured improvisation tasks, or allowing students time to prepare their ideas can reduce feelings of vulnerability. The goal is not to remove challenges but to provide support as confidence develops.
The goal is not to remove challenges but to provide support as confidence develops.
Redefining success
It is also important to recognise that participation may look different from one student to another. The child who is smiling, volunteering answers and performing enthusiastically may not be the only one succeeding.
Sometimes the greatest achievement belongs to the pupil who arrived feeling anxious but stayed for the entire class, or the student who quietly attempted an exercise they would previously have avoided. By broadening our understanding of success, we can ensure that every child feels their progress is valued.
By broadening our understanding of success, we can ensure that every child feels their progress is valued.
Dance as a safe space
Dance remains one of the few places where young people can disconnect from screens, connect with others and express emotions that are often difficult to put into words. As teachers, we have the privilege of creating environments where children feel safe enough to be themselves. Technical excellence will always be important, but when students feel accepted, supported and understood, they are far more likely to flourish both as dancers and as individuals.
Technical excellence will always be important, but when students feel accepted, supported and understood, they are far more likely to flourish both as dancers and as individuals.
A lasting impact
In a time when anxiety and uncertainty are increasingly common, perhaps one of the most valuable lessons we can offer is not simply how to dance, but how to believe in oneself. Through kindness, patience and genuine connection, dance teachers can provide a sense of belonging that may stay with a child long after they leave the studio. Dance should be a haven for all, and by adapting your classes and responses to situations, you will be able to include everyone, and ensure that all students feel that they can express themselves through dance.
Key takeaways for teachers
- Anxiety in young people is increasing and is visible within dance classes.
- A warm, personal welcome helps students feel seen, valued, and safe.
- Building individual connections encourages confidence and a sense of belonging.
- Mistakes should be normalised as an essential part of learning and growth.
- Positive, balanced language supports motivation and self-belief.
- Gradual approaches to performance and improvisation reduce feelings of overwhelm.
- Success looks different for every student and should be recognised in many forms.
- Dance can provide a vital space for expression, connection, and emotional release.
- Creating a supportive and inclusive environment allows every child to flourish.
Perhaps one of the most valuable lessons we can offer is not simply how to dance, but how to believe in oneself.
ISTD Performance Awards
The ISTD Performance Awards are inclusive new qualifications, designed to recognise students for their confidence, musicality, and performance skills. These awards offer a fresh and flexible approach – without the pressure of set choreography or syllabus requirements.
Built with Shorthand